Exploring the Potential of Mobile Apps for Enhancing Self-Regulated Learning in English Writing Skills Among 21st-Century Omani Students

This research explores the impact of mobile apps on enhancing English writing skills among University of Technology and Applied Sciences (UTAS) students in Oman during the COVID-19 pandemic. Focusing on self-regulated learning, it utilizes a mixed-method approach to examine students’ awareness, perceptions, and utilization of mobile applications for writing skill development. The findings revealed a high awareness among students about the potential of mobile apps to support their learning, emphasizing the critical role of technology in fostering independent learning during challenging times. The study highlights popular mobile apps such as Google Translate and Grammarly, underlining their significance in aiding students’ writing processes. Furthermore, it points to a gap between students’ recognition of these apps’ potential and their actual usage, suggesting the need for educational strategies to effectively leverage mobile technology for language learning. This study provides valuable insights into the integration of mobile-assisted language learning (MALL) and self-regulated learning strategies, offering implications for educators, policymakers, and learners to enhance language education outcomes amidst and beyond the pandemic.